Escritura académica y plagio en la educación superior
DOI:
https://doi.org/10.21680/1981-1802.2020v58n56ID19986Palabras clave:
Plagio. Escritura académica. Alfabetización. Enseñanza superior.Resumen
El plagio puede ser visto como un problema de alfabetización. La escritura académica es una tarea compleja que involucra las habilidades de alfabetización necesarias para consultar, citar, comprender y escribir desde las fuentes. El objetivo principal de este estudio fue construir y validar un cuestionario para evaluar las percepciones de los estudiantes universitarios sobre sus habilidades de alfabetización. El estudio incluyó 202 estudiantes. Los análisis factoriales se realizaron a través del análisis de componentes principales, y se encontraron: tres factores para la escala de estrategias de comprensión (selección, organización, integración); tres para estrategias de escritura (planificación, revisión, "pensar-escribir-pronto"); tres para estrategias de escritura desde las fuentes (copia, mosaico/paráfrasis, resumen); dos para estrategias de consulta (primaria, elaborada). La escala conocimiento de los estándares de citas reveló buena fidelidad. El cuestionario desarrollado es esencial para seguir estudiando la relación entre plagio y habilidades de alfabetización.
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